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Nonpublic SEDS Point of Contact Bimonthly Webinar

OSSE Division of Data, Assessment and Accountability OSSE Division of Elementary, Secondary, and Specialized Education

March 22, 2017

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What is your current role relating to Nonpublic Points of Contact? Select ALL that apply:

• A. I am the Nonpublic SEDS POC for OSSE
• B. I am the Nonpublic POC 1 or 2 for OSSE
• C. I am a Nonpublic leader that oversees programs
• D. I am directly involved with compliance for DC

students

• E. I am a service provider at a Nonpublic program

Poll Question

Agenda

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I. 2017 Extended School Year (ESY) Certification Process II. Determining Eligibility for ESY

• III. Documenting ESY Determinations in SEDS
• IV. ESY Frequently Asked Questions
• V. ESY Requirements for the Transportation Online Tool

for Education (TOTE)

• VI. New Secondary Transition Planning Report
• VII. Announcements & Reminders

2017 Extended School Year (ESY) Certification Process

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• Eligibility for ESY services must be considered at least once a year as part of

the annual IEP review, and must be based on current data.

• LEAs must ensure that the following decisions are made appropriately and

documented in each child’s IEP in a timely manner:

• ESY eligibility determination (using OSSE’s eligibility framework);
• Special education and related service designation (including frequency,

duration, and setting);

• ESY goal development; and
• ESY-related transportation services eligibility determination.

ESY Requirements

Individualized Education Program (IEP) Team Decisions

OSSE ESY Services Policy, 2011, http://osse.dc.gov/node/1555

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Per the OSSE 2011 ESY Policy, each spring all LEAs must certify ESY data to OSSE by the first Monday in May.

• Purpose of Certification:
• Assists LEAs and nonpublic programs in appropriate planning

and staffing for the summer months.

• Assists OSSE in anticipating state-level expenses and

transportation needs.

ESY Certification

OSSE ESY Policy, 2011, http://osse.dc.gov/node/1555

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An LEA has completed ESY certification when:

• 1. Student-level decisions on ESY eligibility status, goals and

services, and transportation are updated and accurate in SEDS as part of a finalized current IEP.

• 2. ESY calendar and bell times are updated and accurate in TOTE.
• 3. Student demographics, eligibility and ESY location information

is confirmed in TOTE.

• 4. Transportation requests for all students requiring services have

been submitted in TOTE. All steps should be completed no later than April 30, 2017

Steps for ESY Certification

Determining Eligibility for Extended School Year (ESY)

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IEP Teams must use child-specific data to quantify, to the extent possible, the likely impact of a break in service on educational benefit, through a rigorous discussion of critical skill regression and recoupment. IEP Teams must utilize at least three months of progress monitoring data. Examples of data include:

• Historical data of the child’s rate of progress toward critical skill attainment,

rate of regression of a critical skill, and time needed for the critical skill recoupment;

• Medical records or evaluations that speak to the nature and/or severity of

the child’s identified disability;

• Current developmental data that indicate a critical stage of breakthrough or

attainment of an emerging skill.

ESY Eligibility: Analysis of Data

OSSE Extended School Year (ESY) Services Policy, March 2011, http://osse.dc.gov/node/1555.

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• Criterion 1: Impact of Break in Service on Critical Skill(s)
• Criterion 2: Degree of Regression of Critical Skill(s)
• Criterion 3: Time Required for Recoupment of Critical Skill(s)

ESY Eligibility: Analysis of Data

IEP Teams must apply the eligibility framework using the ESY Eligibility Worksheet found in SEDS. LEAs must upload a completed worksheet for each child with an IEP within five business days of making the ESY eligibility decision.

Criterion 1: Impact of Break in Service on Critical Skills

RULE: Identify Critical Skill(s) ASK: What is a critical skill?

• Essential to overall educational progress
• Must have educational impact, includes:
• Academic skills (e.g., reading, writing, math, etc.)
• Non-academic skills with direct educational impact

(e.g., social, functional, behavioral, motor skills, etc.) NOTE: Definition of critical skill is broad enough to apply to all age groups and disability categories.

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ESY Eligibility Framework: Criterion 1

Describe and Analyze Data for Criterion 1

ASK: Will one or more of the child’s critical skills be jeopardized by the

break in service? Analyze data such as the nature/severity of the disability, rate at which the child learns, rate of regression (unlearning) over past breaks, whether the attainment of the skill is currently at a critical point in development (emerging skill), current service level, and the length of the break.

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ESY Eligibility Framework: Criterion 1

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RULE: Utilize at least three months of progress monitoring data.

• Information that, collected and measured over time,

demonstrates a performance trend toward or away from the achievement of a specific goal in the IEP.

ASK: What is regression?

• A decrease in performance level or ability related to a

previously attained or partially attained (emerging) critical skill.

ASK: What is progress-monitoring data?

Criterion 2: Degree of Regression of Critical Skill(s)

ESY Eligibility Framework: Criterion 2

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ASK: What does the progress-monitoring data suggest about the anticipated degree of critical skill regression?

ESY Eligibility Framework: Criterion 2

Describe and Analyze Data for Criterion 2

The IEP Team must determine if there is a likelihood of significant regression (i.e., the child would need to re-learn the critical skill or skill set in its entirety, to the detriment of his/her overall educational progress).

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RULE: Due to natural regression, most children will require some re- teaching for recoupment once school begins. A few children may require extraordinary time for recoupment of skills.

ESY Eligibility Framework: Criterion 3

• ESY services are not appropriate for children with disabilities who

can recoup critical skills without an extraordinary amount of time re-teaching.

ASK: Why is time required for recoupment central to ESY eligibility decisions?

• A child’s capacity to recover a regressed critical skill to a degree

demonstrated prior to the break in service.

ASK: What is recoupment?

Criterion 3: Time Required for Recoupment of Critical Skill

Describe and Analyze Data for Criterion 3

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ASK: Is the time required for critical skill recoupment extraordinary within the context of expectations for acquisition of additional skills during the new school year?

ESY Eligibility Framework: Criterion 3

• The IEP Team must assess whether the time the child requires for critical

skill recoupment is extraordinary.

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Helpful Discussion Questions

• Without ESY services, will the child be able to benefit from, and make

adequate progress related to, his/her educational program during the school year?

• Without ESY services, is there a likelihood that the child will need a

more restrictive placement in the upcoming school year?

• Are there any children whose ESY needs have changed since the

annual IEP review (e.g., child may have mastered previously identified critical skill)? If so, the IEP needs to be amended.

• Are there any children with IEPs who are starting school for the first

time who may need ESY services? If so, these children need to be accounted for and appropriate service arrangements need to be made.

ESY Eligibility Framework

Do special education and related services provided during the summer months by LEAs with year-round or 11-month programs fall within the definition of ESY services? Generally, no. Special education and related services provided

• n instructional days that fall within a year-round or 11-

month program’s regular school calendar are not considered ESY services, and should not be documented as ESY services

• n the student’s IEP, unless the services are provided before
• r after regular school hours or on weekends.

ESY for Year-Round School Programs

OSSE ESY Services Policy Guidance, February 2012, http://osse.dc.gov/service/specialized-education-local-policy-guidance.

Are nonpublic programs, including those with year-round or 11- month programming, required to consider ESY services for all students with IEPs?

• Yes. At minimum, eligibility for ESY services must be considered on

an annual basis as part of the IEP process for every student with an IEP, including all students served by nonpublic programs. On a case- by-case basis, an IEP Team may determine that it is appropriate for a student who is attending a year-round or 11-month program to receive ESY services outside of the regularly scheduled school day and/or during the short breaks that occur throughout the year.

ESY for Year-Round School Programs

OSSE ESY Services Policy Guidance, February 2012, http://osse.dc.gov/service/specialized-education-local-policy-guidance.

Documenting ESY Determinations in SEDS

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• IEP teams must follow state-level standards and criteria for

determining ESY eligibility on a student-level basis, including required SEDS documents: – ESY criteria worksheet – ESY transportation eligibility worksheet

IEP Team Process in SEDS for ESY

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• Once the IEP team has determined ESY eligibility, the ESY criteria worksheet

should be uploaded (or faxed) to SEDS using the link shown below.

• The IEP team marks the Yes/No box to document its decision.

IEP Team Process in SEDS for ESY

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Document appropriate ESY goals and services for the student.

• NOTE: Information on how to develop appropriate goals and services during

ESY is found in Module I of the ESY Training Series.

IEP Team Process in SEDS for ESY

Goals to focus on during ESY Hours of Specialized Instruction Related Services required during ESY

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• The ESY-Related Transportation

Worksheet aligns with the Special Education Transportation Policy.

• IEP Teams must complete this

worksheet for every child who is found eligible for ESY services.

• This worksheet must be

uploaded into SEDS within five business days of the eligibility decision.

• If a child is found eligible for

ESY-related transportation, the LEA must complete the student’s information in TOTE.

ESY Transportation Eligibility

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• Once the IEP team has determined transportation eligibility, the worksheet

should be uploaded (or faxed) to SEDS.

• The IEP team marks the Yes/No box to document their decision.

ESY Transportation in SEDS

Reminder to also verify info in TOTE

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ESY Transportation in SEDS

If ‘Yes’ is selected, then the student’s school year transportation information will pre-populate the page. If ‘No’ is selected, then the user will be prompted to manually fill in the student’s transportation eligibility information.

Reminder: If a student is eligible for ESY transportation, the LEA must still complete the request in TOTE. SEDS only documents the eligibility decision, while TOTE captures logistical and routing information.

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• If yes, regular school year transportation eligibility status, category,

and justification statement will pre-populate from the transportation section of the IEP process.

ESY Transportation in SEDS

• If the ESY location is different than the school year, then the IEP

team must re-determine if transportation is still appropriate, and document the decision below.

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• Some students may be eligible for independent drop-off

– Ages 12 and older, and – Eligibility category is “Accessing Special Programs” (ASP)

• Two steps to ensure independent drop-off is authorized:

– Box is checked in SEDS as part of a finalized current IEP – Consent form is downloaded from SEDS, signed by parent, and uploaded into TOTE (not uploaded into SEDS)

ESY Transportation in SEDS

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Various ESY information is captured in multiple state-level data systems.

• LEA Student Information Systems (SIS) must contain the correct

demographic information for students, which feeds into SLED, and then to SEDS.

• Once an IEP is finalized in SEDS, the information will be reflected

in TOTE the next business day.

• Information from IEPs that are left in draft mode, or in the

workspace of SEDS, are not transferred to TOTE.

• LEA Data Managers must ensure ESY calendar dates for each

school campus (including nonpublic schools) are correct in eSchoolPlus.

Data Systems for ESY

ESY Requirements for the Transportation Online Tool for Education (TOTE)

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• TOTE helps streamline the transportation facilitation process with less

manual submission, greater transparency and more reliable child data exchange between schools, LEAs, student case managers/IEP team members.

• The information delivered in TOTE assists OSSE DOT in providing safe,

reliable and efficient transportation services that support and enhance learning opportunities for eligible students of the District of Columbia.

• TOTE receives updated student eligibility, enrollment and

accommodation data from SEDS daily in order for users to enter student transportation request forms.

• Student data must be updated on a finalized IEP form in SEDS in order

for it to feed into the TOTE system. Information completed in the workspace or that is left in draft mode will not make it into TOTE.

TOTE Overview

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Certification by LEAs assists OSSE in anticipating state-level expenses and transportation needs. As a reminder, a LEA has completed ESY certification when:

1. Student-level decisions on ESY eligibility status, goals and services, and transportation are updated and accurate in SEDS as part of a finalized current IEP. 2. ESY calendar and bell times are updated and accurate in TOTE. 3. Student demographics, eligibility and ESY location information is confirmed in TOTE. 4. Transportation requests for all students requiring services have been submitted in TOTE.

2017 Deadline: Monday, May 1, 2017 Nonpublic SEDS POCs must work together with the LEA SE POC to ensure ESY certification is accurate and complete.

ESY Certification

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Request access to TOTE through the QuickBase app: https://octo.quickbase.com/db/bh9fgniun.

Logging into OSSE TOTE

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• New users must register with QuickBase
• Your OSSE TOTE username will be your email address that you used to

register for QuickBase.

Logging into OSSE TOTE

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TOTE URL is https://octo.quickbase.com/db/bh9fgniun

Logging into OSSE TOTE

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The user’s role in OSSE TOTE will determine the dashboard view and available functionality.

OSSE TOTE: Sample Dashboard

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OSSE TOTE: Functionality

LEA Administration

• Users have the capability to edit details for LEAs that fall under

their respective jurisdictions.

Users view the LEA(s) within their jurisdiction

• Users can view the ESY certification status of all children by

category and LEA.

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LEA Administration

• Users can view LEA information

by accessing the LEA Form.

• This is the full ESY report for the

individual LEA.

• Here the user can view/edit

information pertaining to all schools within the LEA, to include:

• Special Education

Transportation Contacts

• ESY Certification

Student Status Summary

• Student ESY Certification

Details

OSSE TOTE: Functionality (continued)

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LEA Administration

• In addition to the ESY

Certification Status Summary, users can view the certification details for students under their LEA jurisdiction.

• Student Status Detail:

This is the full report used to certify students for ESY 2017.

OSSE TOTE: Functionality (continued)

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School Administration

• Users can view/edit the following

school information by accessing the School Information Form

• Confirmation of ESY program
• Special Education Transportation

Contacts

• School Calendar & Bell Times
• Configure bell times for multiple

programs

• Users will need to request and then

submit an EMI form to OSSE's Division of Data Management at OSSE.LEAdata@dc.gov

• School Address & Contact

Information

OSSE TOTE: Functionality (continued)

Certification Deadline Reminder

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Deadlines:

• ESY – May 1, 2017
• SY – June 5, 2017

Please submit your ESY and SY calendar(s) and transportation requests at the same time if that information is available. Additional Resources

• TOTE Support Line: (202) 576-5520

New Secondary Transition Planning Report

Access from the School System and Reports tabs in SEDS. Once in, select the following: 1. Documents 2. Folders 3. ~dcosse Reports Library 4. STR Planning Report

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New Secondary Transition Planning Report

Secondary Transition (STR) Planning Report in the Advanced Reporting System (ARS) within SEDS has been updated in preparation for the new age 14 transition plan requirement (beginning SY 2017-18).

TIP: If the ARS only shows garbled JAVA text, hit the browser refresh button.

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The new report contains a separate roster for each age category (age 13, 14, 15, 16+) and contains helpful information for IEP teams and school administrators about each student’s secondary transition plan status.

New Secondary Transition Report in SEDS

Please note: the data displayed are fictitious.

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The Report Dictionary tab defines each column of the report and explains how the responses are generated.

Secondary Transition Report Dictionary

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All data can be exported to PDF, Excel, or CSV, and shared with other staff who assist in the secondary transition plan development or implementation.

New Secondary Transition Report in SEDS

Announcements & Reminders

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• The Related Services Management (RSMR) report compares the

amount of time a related service is prescribed on a student’s IEP to the amount of time the service is actually provided.

– The report is based on data entered by the service provider via the Service Logging Wizard in SEDS.

• A new and improved RSMR tool is now available to all LEA Special

Education POCs via the Qlik Sense data analysis tool. LEA SE POCs have received training on this new tool.

• PLEASE NOTE: The RSMR report in SEDS will no longer be available to

all SEDS users starting May 1, 2017.

– NP SEDS POCs are encouraged to work directly with LEA SE POCs to access relevant related services data and reports from the new RSMR tool in Qlik. Reports by school campus (or by individual student) are easily downloadable into PDF or Excel format.

Related Services Management Report

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• The OSSE Nonpublic Monitoring Unit has begun conducting

secondary transition reviews on nonpublic student files using the Secondary Transition Compliance Monitoring Tool.

• The full tool is available to view here:

https://osse.dc.gov/publication/secondary-transition- compliance-monitoring-tool.

• The results of this monitoring review will be shared with both

LEAs and nonpublic schools.

• For questions contact Dr. Edgar Stewart at

Edgar.Stewart@dc.gov.

Secondary Transition Compliance Monitoring

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When logging services, Group Size is a required field that is critical for accurate service documentation and data reporting. NP SEDS POCs should train all related service providers to input the follow group sizes:

Service Logging Wizard: Group Size

Scenario Group Size Service delivered to individual student 1 Service delivered to student as part of a group 2+ Missed service (service log still required)

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• NP SEDS POCs are responsible for obtaining a SEDS aggregate

account for themselves and all relevant nonpublic staff (even if a staff member only needs access to one LEA’s SEDS site)

• A new student from a different LEA could potentially be placed at the

nonpublic and added to the staff’s caseload.

• LEAs are NOT responsible for managing nonpublic SEDS account. They
• nly manage nonpublic access to specific students.
• NP SEDS POCs should never ask the LEA to create a SEDS

account for a nonpublic staff member.

• The NP SEDS POC should always use the OSSE Support Tool for this
• request. Make a separate request for each staff member.
• The NP SEDS POC should reach out to the LEA for access to specific

students AFTER the NP staff member has an account set up by OSSE.

Nonpublic Access to SEDS

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• OSSE cannot grant access to specific students within an

LEA’s SEDS site for nonpublics

• Upon request by the NP SEDS POC, the LEA SE POC is

responsible for providing student access to nonpublic staff members (who already have aggregate accounts set up by OSSE, including access to ALL of the LEAs that have students placed in your nonpublic program).

Nonpublic Access to Students

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REMINDER: For issues that affect specific students, do NOT use the OSSE Support Tool. NP SEDS POCs should contact the LEA Special Education POC directly to request assistance. If issue remains unresolved, it is the LEA SE POC’s responsibility to submit ticket to OSSE Support Tool.

OSSE Support Tool - Ticket Submissions

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• NP SEDS POC should always select ‘Nonpublic’

as the Issue Type.

• Use the Sub-Category menu to select the type
• f request you need assistance with.

OSSE Support Tool – Ticket Submissions

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• SEDS Train-the-Trainer

Thursday, April 6, 2017, 12-3 p.m., OSSE Computer Lab

• Related Service Provider (RSP) SEDS Train-the-Trainer

Friday, April 21, 2017, 12-3 p.m., OSSE Computer Lab Makeup session: Friday, May 5, 2017, 12-3 p.m., OSSE Computer Lab Opportunity for all IEP team members:

• Introduction to Secondary Transition for Middle Schools

Friday, April 7, 2017, 8:30 a.m.—12 p.m., OSSE Grand Hall http://osse.dc.gov/event/introduction-secondary-transition-middle- schools-4

Nonpublic SEDS POC Training Opportunities

OSSE Data Systems Training Registration Page: https://octo.quickbase.com/db/bj339wdcr

OSSE uses the Data System Training Team’s site to archive recordings and materials from past trainings for NP SEDS POCs. http://osse.dc.gov/service/tech nical-assistance-support-and- training-education The SEDS Resource Site will also continue to archive training and technical assistance resources for NP SEDS POCs.

OSSE Data System Trainings

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1. I had a positive experience in this training. 2. Overall this was an effective training. 3. Please rate the overall course content and training materials. 4. Please rate the presentation of materials by the trainer. 5. What were the strengths of this session? How could this session be improved? (e.g., time, location, materials, resources provided, training format, etc.) (Type your answer in the chat box) 6. What additional training or professional development do you need to strengthen your practice? (Type your answer in the chat box)

Survey Evaluation (Live Poll Questions)

Q&A

Thank you!

TOTE questions: DOT.data@dc.gov or (202) 576-5520 ESY Policy questions: OSSE.DSEpolicy@dc.gov All other questions: OSSE Support Tool or OSSE.DARtraining@dc.gov

NEXT BIMONTHLY WEBINAR: Wednesday, May 24, 2017, 10-11 a.m.